OSU Center for Teaching and Learning

Tag: accessibility

  • PedAIgogy Post #2 – Exploring ChatGPT with Undergraduate Students: Misinformation and Fabricated References

    By Laurie Bridges and Diana Park (this blog post was written entirely by humans, despite Laurie’s urge to do otherwise) > Educators everywhere are grappling with the disruptive technology of generative artificial intelligence (AI). Librarians, who are at the center of information literacy instruction in many schools and universities, are juggling the task of learning…

  • Join the OSU Digital Accessibility Community

    About the OSU Digital Accessibility Community The Ally accessibility tool in Canvas is about to turn one year old! Now that many faculty are using Ally to check course content, they have questions about how to improve accessibility of their course materials. In order to deliver focused support for the remainder of the academic year,…

  • Embracing an Asset-based Model of Neurodiversity: Challenges and Academic Supports

    Neurodiversity is a concept or movement that emphasizes that neurological differences should be recognized and respected as a variation of human wiring rather than a disease (Armstrong, 2011; Clouder et al., 2020). While autism spectrum disorder (ASD) is often identified as its primary focus, neurodiversity is an umbrella term that includes other neurological conditions such…

  • WIC Workshop: How to design accessible and engaging course material.

    The Writing Intensive Curriculum Program Workshop: “How to design accessible and engaging course material.”  Sept 20 | 12 – 12:50 PM | Milam 215 (zoom available). In this workshop, Design faculty members Christine Gallagher, Deann Garcia, and Andrea Marks will teach easy-to-apply design principles. (You’ll also learn what not to do!) This will be an…

  • UDL Part 2

    This post is the second post of my three-part UDL series. Post one, focused on Defining UD, DI, and UDL. This post further unpacks UDL. It also provides some recommendations for pedagogical approaches along with their research-based rationales. The final post of this series will share a lesson plan template and a wealth of actionable…

  • Supporting Learner Variability: UDL Part 1

    This post is the first post of a three-part UDL series. This post focuses on defining UD, DI, and UDL. Future posts will further unpack UDL, provide recommendations for pedagogical approaches, share a lesson plan template and provide a wealth of actionable strategies to use for UDL implementation.  Supporting Learner Variability As equity-minded educators, it…

  • Pedagogical Boosters

    Last week, Cub Kahn posted a blog titled, Practical Solutions to Remote Learning Issues. In that issue, an infographic on remote learning issues, along with practical, evidence-based solutions were shared. This week, the Center for Teaching and Learning is sharing a second infographic, Pedagogical Boosters. But don’t worry, while we often may feel a pinch…

  • Universal Design for Teaching and Learning

     “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” –Ron Mace, NCSU Center for Universal Design  Though the term “universal design” has been used since the ‘70s, full application of the principles of universal design to…